2. Welcome
Today’s course
Your facilitator
The EQ-360
The facilities

3. Logistics Schedule Meals Parking Phone/computer access Restrooms
Questions
Workbook
Feedback practice
Networking contact list

4. Objectives By the end of today’s workshop, you should:
Be familiar with the EQ-360
Know its scales and their definitions
Understand report components
Understand the science behind EQ-360
Know how to interpret the results and provide feedback to respondents
Be qualified to purchase the EQ-360

5. Objectives
What are your goals for today?

6. Agenda 360° assessments Understanding the EQ-360 Psychometrics
Planning and Ethics
Administration
Scoring and reports
Interpretation and feedback
Coaching
Evaluation

7. Evaluation Process Written exam After the workshop:
Interpret a sample report
60 minutes in-class today
After the workshop:
Administer, interpret, and provide feedback for one real-life EQ-360 assessment on a person of your choice

8. Introductions
Let’s get to know each other…

9. An Introduction to 360° Assessments
Part One
An Introduction to 360° Assessments

10. Part One Objectives
By the end of this section, you should be familiar with 360° assessments and their
Applications
Advantages
History
Misuses

11. What are 360° Assessments? Applications Self-development
Leadership development
Teambuilding
Coaching
Performance management
Change management
Stress management
Career planning
Predicting performance
Retaining high performers

12. What are 360° Assessments? Advantages of multiple perspectives
Objective measurement of performance
Provides perspective from different angles
Increases awareness of work- related behaviors
Improves communication between self, raters, and the organization

13. What are 360° Assessments? Advantages of multiple perspectives
Taps many sources of feedback, e.g., customers, suppliers, clients
Clarifies differences of opinions
Identifies performance gaps
Helps with goal setting and development planning

14. History of 360° Assessment
Traditionally, lack of direct feedback hindered organizations.
Authoritarian leadership was the norm, with limited supervision given to employees.
After World War II, worker satisfaction surveys introduced a more democratic ideology.

15. History of 360° Assessment
The 1990s saw 360° feedback processes incorporated into corporate strategies and goals
Now, most organizations believe that 360° assessments are crucial to selecting and developing the best talent for success

16. Misuses of 360° Assessment
Misuses include personnel decisions such as promotions, compensation, demotions, and termination
The use of 360° assessments for purposes other than individual development has often failed

17. Misuses of 360° Assessment
Lack of feedback…
Removes follow-up or development opportunities
Regularly guarantees failure
May discourage individuals from providing honest feedback
May influence participation in future assessments

18. 360° Assessments
Discuss your experience using 360° (multi-rater) feedback assessments:
What experience do you have with multi-rater assessments?
How could the assessment have been improved?
What were the strengths of the tool?

19. Questions?

20. Part Two
Understanding the EQ-360

21. Part Two Objectives
By the end of this section, you should be familiar with the EQ-360’s:
Development
Participants
Rater definitions
Basic assessment process

22. Development of EQ-360 First version consisted of 46 items
Detailed data analysis led to improvements
Recommendations were implemented (see page 27 of the Technical Manual) and a new version was created

23. Development of EQ-360 Current version consists of 88 items
Rating scale from 1 to 5 (“Very seldom true” to “Very often true”)
EQ-360 factor structure is identical to EQ-i
- Total EQ
- 5 Composite scales
- 15 Subscales

24. EQ-360 Scales Adaptability Intrapersonal Problem Solving
Emotional Self-Awareness
Assertiveness
Self-Regard
Self-Actualization
Independence
Interpersonal
Interpersonal Relationship
Empathy
Social Responsibility
Adaptability
Problem Solving
Flexibility
Reality Testing
Stress Management
Stress Tolerance
Impulse Control
General Mood
Optimism
Happiness

25. Participation

26. Participation Rater confidentiality Anonymous responses
Grouped by relationship to facilitate interpretation
If fewer than 3, raters go into a “mixed” category (except manager)
Rater familiarity
Raters are asked how well they know the ratee

27. Rater Familiarity
Rater familiarity information is found on the first page of the Coach’s Summary in the Multirater Feedback Report

28. EQ-360 Rater Items

29. How the EQ-360 Works Scoring converts raw scores to standard scores
factor structure
Interpretive guidelines
Standard Score
Guideline
130 and over
Atypically well developed emotional and social functioning
120 to 129
Extremely well developed emotional and social functioning
110 to 119
Well developed emotional and social functioning
90 to 109
Effective emotional and social functioning
80 to 89
Consider developing
Under 80
Develop

30. How the EQ-360 Works
Discuss your experience as a ratee in the EQ-360 process:
Who participated?
Impressions of your EQ-360 experience?
Subscale consistencies or discrepancies?
Thoughts on feedback?
Were there any surprises?

31. Questions?

32. An Introduction to Psychometrics
Part Three
An Introduction to Psychometrics

33. Part Three Objectives
By the end of this section, you should be familiar with:
What the EQ-i and EQ-360 measure
EQ-360 normative data
Internal consistency
Connections between the EQ-i and EQ-360 response patterns

34. EQ-i Refresher

35. EQ-i Refresher
Validity
Reliability
Norms
Norm Groups

36. EQ-360 Normative Data 745 Ratees… Age range from 2170
Mean age of 40.4 years

37. EQ-360 Normative Data 1900 Raters… 909 male & 969 female
22 did not report gender

38. Internal Consistency Reliability of Total EQ is .98
Inter-scale reliability for Composite Scales ranged from .91 to .95
Inter-scale item reliability for Subscales ranged from .77 to .91

39. EQ-i and EQ-360 Connections
Ratee and Rater Group Correlations
Scales with significant* relationships:
Emotional Self-Awareness
Empathy
Problem Solving
Manager 
Peer
Direct Report
*Magnitude was moderate

40. EQ-i and EQ-360 Connections
Ratee and Rater Group Differences
Ratee was significantly higher than raters on four scales only:
Emotional Self-Awareness
Empathy
Problem Solving
Social Responsibility
Manager 
Peer
Direct Report
Other

41. EQ-i and EQ-360 Connections
Age Differences
Scales with significant* relationships:
Managers ̶
Peers
Direct Reports
Independence
Self-Actualization
Intrapersonal Composite
*Magnitude was very small

42. EQ-i and EQ-360 Connections
Gender Differences
Scales with significant* relationships:
Empathy
Social Responsibility
Interpersonal Composite
Managers
F>M ̶
Peers
Direct Reports
*Magnitude was very small

43. EQ-i and EQ-360 Connections
What do the differences mean?
Ratee may be inclined to inflate responses
Context of assessment may affect responses
Supervisor unfamiliarity results in inaccurate responses
Differing definitions of effective emotional functioning between groups

44. Questions?

45. Part Four
Planning and Ethics

46. Part Four Objectives
By the end of this section, you should be familiar with:
How to plan an EQ-360 assessment
Getting organizational buy-in
Ethical issues in administration
Selecting Raters
How to debrief participants

47. Purposeful Planning What is the purpose of assessment?
How will the results be used?
What does the ratee know about or expect from the process?

48. Purposeful Planning Issues to Consider: Timing
Extenuating circumstances
Personnel involvement
How will the results be used?
Methods available to confirm confidentiality
Feedback
Who will be facilitating development and action planning?

49. Purposeful Planning Before you begin, establish:
What the organization hopes to gain from the assessment
Connections between purpose and specific business needs or goals
Clear participant expectations for accountability

50. Organizational Buy-In
Senior Management support lends credibility to the process
Prepare an EQ business case
Educate management team on the value and relevance of the process (ROI)

51. Organizational Buy-In
Convey the importance of getting senior management involved:
Consider creating a steering committee responsible for guiding the 360 process
Show them how they will benefit

52. Selecting Raters Identifying who to involve
Supervisor, colleagues, direct reports, clients, and family members round out the mix
Determine who gets input in the rater selection process
HR?
The ratee?
The ratee’s manager?

53. Selecting Raters Defining roles
Will rater nominations be submitted to manager(s) and/or HR for approval or adjustment?
The ratee’s manager:
Will his/her responses be singled out?
Will he/she be involved in skill development and coaching?

54. Selecting Raters Choose raters who: Are credible and trustworthy
Work closely with the ratee
Know the ratee well
For a fresh perspective, select some raters who have worked with ratee for only a short period of time.

55. Selecting Raters Tips for defining raters:
There must be at least three raters per category.
If fewer than three, put raters in the Other/Mixed category to ensure confidentiality.
Anyone with a supervisory influence on the Ratee is considered a Manager. If there is only one manager, discuss confidentiality issues.
Include Managers, Peers and Direct Reports in the EQ-360 process. Consider clients and family depending on what outcome you want from the assessment.  
There must be at least three Raters per category (Peers, Direct Reports, Clients, Family). When there are fewer than three Raters per category, move the Raters into the Other/Mixed category to provide confidentiality.

56. Ethical Issues Who is the client? Individual respondent Group
Organization

57. Ethical Issues Confidentiality EQ-360 ratees own their data
Sharing report/results and determining action steps are decided by the ratee
Breaches of confidentiality and rater anonymity can jeopardize feedback and compromise the integrity of the administrator

58. Ethical Issues Ensuring Rater Anonymity
Raters feel more comfortable giving honest responses when they are anonymous
If they feel their identity is unprotected, raters may respond overly favorably or be reluctant to participate

59. Ethical Issues Ensuring Rater Anonymity
Each rater category is scored together as an aggregate
If there is only one rater in a category, those results will be placed in the Other/Mixed group
All online responses are stored in a secure MHS scoring database

60. Ethical Issues Informed Consent Obtain before the administration
Ensure voluntary participation and freedom to withdraw from participating without punishment
Provide contact information of administrator
Check with your State/Provincial or Country psychology board regarding ethical issues

61. Ethical Issues Debriefing Raters
Explain purpose of the debriefing session
How did they find the EQ-360 process?
What were their expectations and were they met?
How could the process be improved?

62. Ethical Scenarios
For each of the scenarios provided, consider the following questions:
What is/are the ethical issues with the scenario?
What steps should be taken to ensure the privacy of participants?
What are the appropriate steps that should be followed in order to rectify the issue?
What resources are available in order to rectify the issue?

63. #1: Acquisition
An I/O psychologist has collected extensive developmental planning data on the top 100 executives of a very large corporation. The data includes the results from the EQ-360.
Participants completing the EQ-360 were promised by the Board of Directors that the results would be used for development purposes only.
Now, the organization is being acquired, and the team making staffing decisions for the merged organization has requested the 360 data.

64. #2: Succession Planning
A management consultant has decided to relocate to another city and must leave behind data from a recent EQ-360 assessment used for development purposes with various managers from an Engineering company.
The Engineering company indicated that it will not replace the management consultant. Instead, a HR manager will assume responsibility for the EQ-360 feedbacks, as well as the development initiatives.

65. #3: Scope Planning
A consultant was hired by a firm to conduct EQ-360 assessments.
The organization has not yet decided whether the assessment results will be used for selection in addition to development, or who will have access to the data.
The consultant is concerned and wants to tell the ratees and raters that the firm has not yet decided how the data will be used.

66. Part Five
Administering the EQ-360

67. Part Five Objectives
By the end of this section, you should understand how to:
Prepare EQ-360 participants
Use your Scoring Organizer account
Select an administration format

68. Preparing Participants
Speak with the ratee and raters before administration
Discuss with the participants their right to confidentiality, feedback, and the development of skills after the assessment
Participants need to know how they will benefit from the assessment

69. Preparing Participants
Brief participants on
What emotional intelligence is
What a 360° assessment is
How the EQ-360 will be used
What are the rating scales
Definitions of scales

70. Preparing Participants
Discuss the importance of providing honest answers that reflect current functioning
Discuss how long it will take to
complete the inventory
Clarify ratee and rater expectations

71. Exercise Create a correspondence to raters
Invite a group of raters to complete the EQ-360 on their coworker, Jim Smith.
Your invitation should contain the following information:
What the EQ-360 is
Why they are being asked to complete it
Reasons for participation
That they will complete the assessment online
What will be done with the results

72. Administration Options
Online:
Link to survey website in an
Web scoring
Paper
Packets shipped to participants
Mail/fax scoring

73. Scoring Organizer
You will receive an MHS Scoring Organizer account that stores your rater information online
Full instructions in the online Help and Getting Started Guide

74. Scoring Organizer

75. Online Administration
Setting up the EQ-360
Each ratee must belong to a different Scoring Organizer Group
Decide whether you wish to add open-ended items to the EQ-360
Raters’ short responses will appear on the Coach Report

76. Online Administration
Add a new group for each individual ratee

77. Online Administration
Add up to 7 open-ended items:

78. Mail/Fax Administration
Use the item booklets, scanable response sheets, and scoring service processing form
Mail or fax forms to MHS for scoring
Reports can be scored from your Scoring Organizer account

79. Administration Service
No time to handle administration and scoring?
MHS can contact raters for you, track completion, and send you scored reports

80. Questions?

81. Part Six
Scoring and Reports

82. Part Six Objectives
By the end of this section, you should know how to:
Score EQ-360 reports
Differentiate the EQ-360 Client and Coach reports
Decide what reports to use
Find information in the reports

83. EQ-i Refresher Report Narrative Information Interpretive Guidelines
Bar Graphs
Best for…
Development Report
Clinical with suggestions for development for lowest 3 subscales
Numeric
5 areas:
“Very Much Below Average” to “Very Much Above Average”
Counseling and life coaching
(Counselor’s Section stays with clinician)
Resource Report
Corporate with suggestions for development for lowest 3 subscales
Numeric in Counselor’s Section only
3 areas:
Enrichment, Effective Functioning, Enhanced Skills; divided by approx 1 SD
Human capital development in organizations
(Counselor’s Section stays with coach/HR)
Business Report
Corporate with suggestions for development for all 15 subscales
Numeric in Coach’s Section only
Development planning with SMART goal setting and activity sheets
(Coach’s Section stays with coach/HR)
EQ-360 Reports come with your choice of one of the above reports. Individual Summary Reports are generated separately.

84. EQ-i Business Report

85. Scoring Reports Scoring generates 2 EQ-i and 2 EQ-360 reports:
See your Getting Started with EQ-360 Guide for instructions

86. Scoring Reports
Under EQ-360, select the EQ-i report type to determine the self-rated report output
There is no need to score the EQ-i separately

87. Report Comparison Coach Report Client Report
Provides the administrator, coach, or employer* with in-depth response analysis, including validity and rater information
Numeric cut-offs may be distracting to the ratee
Not recommended for raters or the ratee
Provides the ratee or employer with general response analysis and development information
Sensitive language encourages positive change
Not recommended for raters
*Access to reports requires the consent and permission of the ratee.

88. Report Comparison Coach Report Client Report Interpretive guidelines
< 80
80-89
90-109
>130
Develop
Consider Developing
Effective
Well-Developed Enhanced
Coach’s summary section
Yes No
Open-ended items

89. Report Comparison
Coach Report Client Report
Numeric Non-numeric

90. Report Components

91. Report Components Development Strategies
Shown for up to three subscales with the highest discrepancy between ratee and rater

92. Report Components Coach’s Report Summary Rater familiarity
Scale scores by rater group (significant differences flagged)
Profile graph
Item response frequencies (with mean score for each item)

93. Report Components Open-Ended Items (Coach Report)
Respondents’ short descriptions give qualitative information about the ratee:

94. Questions?

95. Interpretation and Feedback
Part Seven
Interpretation and Feedback

96. Part Seven Objectives
By the end of this section, you should know how to:
Gauge validity of responses
Understand report results
Provide feedback to the ratee
Recommend strategies for development
Deal with common challenges

97. Assessing Validity
Examine the overall validity of the EQ-360 assessment with regards to:
- EQ-i validity - Number of raters - Rater familiarity - Selection of raters

98. Assessing Validity EQ-i Validity Omission Rate
Positive Impression Scale
Negative Impression Scale (if applicable)
Inconsistency Index
Ratee response style
Time taken to complete the EQ-i

99. Assessing Validity Group Size
Ensure that there are enough raters in each rater group (3 rater minimum)
Ensure that there is a similar number of peers and direct reports

100. Assessing Validity Rater Familiarity
Review rater familiarity chart (in the Coach’s Summary)
Responses may not be accurate if raters attest to knowing the rater “Not Very Well” or “Under 1 year”

101. Assessing Validity If raters are selected by… The ratee:
Make sure that raters are objective and work with the rater in some current capacity
The ratee’s manager or HR:
Verify rater relationships with the ratee
Manager and HR may not know all of the people with whom the ratee works

102. Understanding the Results
EQ-360 raw scores converted to standard scores
Each EQ-360 scale has same mean and SD as EQ-i scales
Mean = 100 SD = 15

103. Understanding the Results
Review scores for scales and items:
Total EQ
Composite scales
Subscales
Item responses

104. Understanding the Results
What are score discrepancies?
Compared to EQ-i scores, are the EQ-360 scores significantly (> 10 points) higher or lower?
Do the ratings of one rater group differ substantially from others?

105. Understanding the Results
If ratee scores lower than rater
Indicative of underestimating own EI ability
May also reflect low self-awareness or self-esteem
If ratee scores higher than raters
Indicative of overestimating own EI ability
May reflect inability to view self critically, ego centrism/narcissism

106. Understanding the Results
Significant score differences between rater groups
Indicative that ratee behaves differently with each rater group
Consensus of scores between rater groups
Indicative of accurate picture of ratee’s EI functioning most of the time and across situations

107. Understanding the Results
EQ-360 results should be integrated with other data and information:
Interview data from ratee
Additional psychological and behavioral assessments
Qualitative feedback of colleagues/raters
Direct observation of ratee

108. Feedback Challenges Potentially vulnerable time Defense mechanisms
Areas that need development are for strategic correction, not blame or guilt
Talk about strengths
Establish your role in the development process

109. Providing Feedback Set the Stage
Verify the client’s understanding of the purpose of the assessment
Discuss how the results will be used
Assure the client of confidentiality

110. Providing Feedback Explain the Feedback Process
Ask when and where the client completed the assessment
Point out that scores are a basis for discussion
Discuss the reasons why there are no numbers on the report

111. Providing Feedback Discuss the report
Validity: explore what motivated the client’s answers
Select subscales you want to discuss
Ask the client what he or she thinks
Draw connections between subscales
Identify patterns between rater groups

112. Case Studies Feedback Report practice interpretation
Refer to case studies in the appendix of your workbook

113. Case Study #1 Justin 33-year-old Customer Service manager
EQ-360 to aid in professional development
Referred by manager, who is grooming Justin for a middle management position

114. Case Study #2 Linda 34-year-old Project Manager
EQ-360 to aid in transition to new role
Problems with staff management
Referred by manager to HR

115. Case Study #3 Amalie 49-year-old NFP CEO
EQ-360 given to all executives to identify leadership gaps
Amalie’s task-oriented work style differs from her sociable coworkers

116. Case Study #4 Christopher 48-year-old commercial airline pilot
Referred by HR due to co-pilot complaints
Concern over communication and following logbook protocol

117. Case Study #5 Bill 49-year-old sales manager
Referred by VP due to interpersonal problems
Concern over lack of staff commitment

118. Case Study #6 Joan 55-year-old university department chair
Directing a new department committee
Instigated committee-wide EQ-360 for teambuilding and performance management
Wishes to rekindle dedication and teamwork

119. Questions?

120. Coaching and Development
Part Eight
Coaching and Development

121. Part Eight Objectives
By the end of this section, you should know how to:
Help the ratee create a personal development plan
Assess the organizational factors that affect the ratee’s progress
Reassess for success

122. Analyzing Development Strategies
Strategies appear for the three subscales with the greatest discrepancy between Ratee and the All Rater Group
Choose the strategies that are most appropriate to improving work performance

123. Analyzing Development Strategies
Discuss accessible resources and support systems to help leverage client strategies
Encourage the use of development strategies on the job

124. Creating a Personal Development Plan
Develop a plan of action with clear goals and timelines
The goal is lasting behavioral change
Who, when, how:
Who will be involved
When will it begin
How it will happen

125. Creating a Personal Development Plan
Pick one or two subscales that are relevant to job performance
Record the current level of behavior in these subscales
List how the attainment of goals will be beneficial to the organization

126. Creating a Personal Development Plan
List internal and external factors that will
Enhance your EQ performance
Hinder your EQ performance
Schedule regular feedback from peers, direct reports, and manager

127. Exercise Create a personal development plan
Jim Smith’s results show that he is low on the Interpersonal Relationship scale, which is important to his job as an engineering supervisor.
His plan should contain the following information:
The end goal
How development will benefit the organization
Who, when, how
Timelines
Factors that will help or hinder progress

128. Follow-up Coaching Summarize prior meeting
Check whether progress towards goals has been made
When a goal is met…
Congratulate!
Choose another EQ-i area to focus on
Set new goals

129. Follow-up Coaching When a goal is not met…
Look to see if goals were unrealistic
Set new goals with new timelines and action steps
Find additional resources to achieve revised goals

130. Measuring Outcomes Begin with organizational objectives
Identify a job-specific competency model with detailed skills and behaviors
Quantify performance outcomes such as customer satisfaction, leadership, sales, profit, or deadline adherence
Establish cut-offs for poor performance

131. Measuring Outcomes
What EQ-i areas are most important to organizational and individual success?
What competencies will you investigating?
Individual?
Organizational?
How do the EQ-360 results map to the strategy or needs of the organization?

132. Reassessment to Gauge Progress
Repeat assessment as a measurement of outcomes
Annual assessment is the norm but more frequent assessments may be needed
Compare effectiveness over time
Do performance measures need to change?

133. Questions?

134. Wrap Up
Review

135. Goals Scoring and reports 360° assessments Interpretation and feedback
Coaching
Exam
360° assessments
Using the EQ-360
Psychometrics
Planning and ethics
Administration

136. Interpret a sample report (60 minutes)
Exam
Interpret a sample report (60 minutes)

137. EQ-360 Assessment
Complete a EQ-360 administration, interpretation, and feedback on a client of your choice
Provide a detailed written description of the following (include copies of forms and letters used if any):
How you addressed informed consent
How you set up the administration
How you conducted your initial interpretation
Describe the feedback session(s)
Describe any additional plans discussed with the client

138. EQ-360 Assessment Required for qualification Format & length Due date
Submission

139. Please fill out an evaluation form How to contact me
Thank You
Please fill out an evaluation form
How to contact me